医学院校反种族主义教育的困境与张力：经验教训。
Struggles and Tensions in Antiracism Education in Medical School: Lessons Learned.
机构信息
F.F. Ona is clinical associate professor, Department of Public Health and Community Medicine, Tufts University, Boston, Massachusetts. N.N. Amutah-Onukagha is associate professor, Department of Public Health and Community Medicine, Tufts University, Boston, Massachusetts. R. Asemamaw is DrPH candidate, Department of Public Health and Community Medicine, Tufts University, Boston, Massachusetts. A.L. Schlaff is professor, Department of Public Health and Community Medicine, Tufts University, Boston, Massachusetts.
出版信息
Acad Med. 2020 Dec;95(12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments):S163-S168. doi: 10.1097/ACM.0000000000003696.
PURPOSE
Faculty from different racial and ethnic backgrounds developed and piloted an antiracism curriculum initially designed to help medical students work more effectively with patients of color. Learning objectives included developing stronger therapeutic relationships, addressing the effects of structural racism in the lives of patients, and mitigating racism in the medical encounter.
METHOD
The antiracism curriculum was delivered and evaluated in 2019 through focus groups and written input before and after each module. The process and outcome evaluation used a grounded theory approach.
RESULTS
Three emergent themes reflect how medical students experienced the antiracism curriculum and inform recommendations for integrating an antiracism curriculum into future medical education. The themes are: 1) the differential needs and experiences of persons of color and Whites, 2) the need to address issues of racism within medical education as well as in medical care, and 3) the need for structures of accountability in medical education.
CONCLUSIONS
Medical educators must address racism in medical education before seeking to direct students to address it in medical practice.
目的
来自不同种族和族裔背景的教师开发并试行一门反种族主义课程，该课程最初旨在帮助医学生更有效地与有色人种患者合作。学习目标包括建立更强有力的治疗关系，解决患者生活中结构性种族主义的影响，以及减轻医疗过程中的种族主义。
方法
2019 年，通过焦点小组和每个模块前后的书面投入，提供和评估了反种族主义课程。该过程和结果评估采用了扎根理论方法。
结果
三个突出的主题反映了医学生体验反种族主义课程的方式，并为将反种族主义课程纳入未来医学教育提出了建议。这些主题是：1）有色人种和白人的不同需求和经历，2）需要在医学教育以及医疗保健中解决种族主义问题，3）医学教育中问责制结构的必要性。
结论
医学教育者在引导学生在医疗实践中解决种族主义问题之前，必须在医学教育中解决种族主义问题。
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